Build It With Spacewalks ppt

Standards: Science Content Standards Motions and forces Abilities of technological design Curriculum and Evaluation Standards for School Mathematics Geometry Computation and Estimation U

With oceans and continents sliding by hundreds of kilometers below, space-suited astronauts help construct the International Space Station The eyes and hands of astronauts are needed in the many intricate tasks that have to be performed Keeping astronauts alive in the hostile space environment and able to perform hands-on work is the job of a spacesuit

Build It With Spacewalks

Small, water-filled, plastic tubes laced through the liquid cooling and vent garment keep the astronaut cool inside a spacesuit.

When pressurized, spacesuits become stiff Suit gloves need many joints to permit finger dexterity A small wrist mirror permits reading control settings on the front of the suit.

With the outer suit fabric removed, bearings for mobility are visible in the shoulders, wrist, and waist The astronaut enters the suit by pulling on the lower torso (pants), slipping into the upper torso, and snapping the waist bearing rings together.

The lower torso has boots attached.Red stripes on some suits help mission controllers identify which astronaut they are looking at in their television screens.

Fully suited, the astronaut is ready for

a space walk Refer

to the other side of the poster for more suit details.

Build it with Spacewalks

2005 AD

Just after sunset, an exceptionally bright star-like object glitters in the southwestern sky Unlike its stellar background, the object moves quickly and sets in the northeast a few minutes after it first appeared It

is a scene that is repeated over many parts of Earth 16 times each day The object is the International Space Station, a huge orbital space platform constructed by the United States, Russia, Canada, Japan, Brazil, and 11 European nations Inside interconnected cylindrical laboratories scientists probe the states of matter, combine chemicals, grow crystals, monitor the reactions of the human body, grow plants, raise animals, and study Earth below and the universe above

The Present

Planned to be the largest structure ever erected in Earth orbit, construction on the International Space Station (ISS) will take place over the next several years Components of the Space Station will be brought to Earth orbit by the Space Shuttle and Russian Proton rockets Modules, truss beams, air locks, solar panels, antennas, and radiators will be joined together in Earth orbit When finally completed, the ISS will be nearly

110 meters long and 80 meters wide or almost the size of two side-by-side football fields

Spacewalks

The International Space Station will be built with spacewalks Assembly operations will be complex because there is much more to do than just docking pieces together For example, electrical connections will have to be made and fluid transfer lines will have to be joined Antennas will need positioning Locking bolts for solar panels will have to be removed to permit the panels to open, and other bolts

will have to be driven tight to firmly attach components

to the truss beam that serves as the Space Station’s back-bone Completing each of these tasks calls for a space ver-sion of a hard hat worker The hard hat will be a space hel-met and the worker, a

highly trained astronaut, will be decked out in a spacesuit Spacewalking astronauts will move about the out-side of the International Space Station using various trans-lational aids such as rails fixed to modules that serve as hand holds They will also use a mobile robot arm with a work platform at its end that moves along the truss beam With each new component delivery from Earth, space-walkers will perform dozens of jobs as they make new connections and reconfigure previous ones

By the time the International Space Station is completed, astronauts and cosmonauts will don their spacesuits many times and accomplish

hundreds of hours of spacewalks

Please take a moment to evaluate this product at:

http://ehb2.gsfc.nasa.gov/edcats/educational _wallsheet

Your evaluation and suggestions are vital to continually improving NASA educational materials Thank you.

Extravehicular Mobility Units

Spacesuits, or extravehicular mobility units (EMUs), are complex multi-layered garments that protect spacewalkers from the hazards of outer space These hazards include:

• vacuum (no atmosphere for breathing and pressure)

• boiling hot temperatures in sunlight

• shattering cold temperatures in shade

• high-speed micrometeoroids and other space debris

• radiation

In addition to these hazards, spacewalkers

also function in microgravity (free-fall

condi-tion in which gravity’s effects are greatly

reduced) Suit systems have to be able to

function in an environment in which up

and down is not apparent

The many layers of the suit provide

different services to the astronaut

inside Some layers hold in a

breathable atmosphere and contain

pressure needed to sustain body

tissues Other layers provide

insula-tion against temperature extremes

Still other layers provide protection

against micrometeoroid impacts

Additional equipment is

con-tained in a backpack including

oxygen, cooling water, electrical

power, gas circulation, and radio

communications

All of the thousands of

spacesuit parts are integrated

into a system that serves as a

mini-space-craft for astronauts But unlike the Space

Shuttle and Russian Soyuz spacecraft,

spacesuits also have to be flexible so that

the astronauts inside can do work

The complete story of U.S spacesuits can

be found in the latest edition of Suited For

Spacewalking - An Activity Guide for Technology

Education, Mathematics, and Science,

EG-1997-01-112-HQ Refer to the NASA

resources section of the poster back for on how

to obtain a copy of the guide and how to learn

more about the International Space Station The

guide provides the lesson plans for many

hands-on classroom activities Additional

activities are included on this poster

Helmet and Visor Assembly

Upper Torso

Tether

Portable Life Support System

Display and Control Module

Communmications Carrier Assembly

Lower Torso

Right Tool for the Job

Objective: To design and construct a prototype tool for spacewalkers to use to complete a specific

job while assembling the International Space Station

Standards:

Science Content Standards

Motions and forces Abilities of technological design Universals of Technology

Physical Systems Linkages

Utilizing Technological Systems

Materials (one set for the class):

Paper

Pencil or marker

Miscellaneous materials for making prototypes such as

sticks, springs, paperclips, tape, straws, etc

Background:

A good workshop contains many tools Each tool has a specific

func-tion Using the right tool for a job guarantees success Using the wrong tool often leads to damaging the object on which the tool is being used Spacewalkers need tools to complete their jobs in space but the cost of sending a complete tool shop to space is prohibitive Furthermore, the tools have to be accessible while astronauts are scrambling outside the Space Station Where would the tools be placed when they were not being used? A tool chest would work great until it is opened In microgravity, wrenches, pliers, hammers, and screwdrivers would all start floating away A lost tool is hazardous because it is traveling at high speed in Earth orbit Someday it might collide with a future spacecraft and cause extensive damage Spacewalkers are limited in the number of tools they can carry in space and they have to be carried

in such a way that the tools can never escape the spacewalker’s control In this activity, students are challenged to design and construct a prototype tool to do a job during a spacewalk

Procedure:

1 Discuss the tool problem with your students

2 Select a particular job an astronaut needs to do on a spacewalk such as:

• cut and splice a wire

• connect fluid lines end-to-end

• remove bolts to reposition an antenna and reinstall and tighten the bolts

• straighten a metal strut that got bent during docking operations

• remove machine screws to open a panel, etc

3 Have students work in small groups to design a tool to do the selected job

The tool must meet a few criteria:

• cannot get loose from the astronaut’s control

• sharp edges and pointed structures are protected so that they don’t accidentally

puncture the spacesuit

• the tool will not be damaged by the temperature extremes of outer space

• are able to successfully complete the required job

4 Have students demonstrate their tool to the rest of the class

Extensions:

• Bring in a variety of standard tools for students to examine Ask them how the

tools might be modified for space use

Bending Under Pressure

Objective: To examine ways to make spacesuits flexible

Standards:

Science Content Standards

Motions and forces Abilities of technological design Curriculum and Evaluation Standards for School Mathematics

Geometry Computation and Estimation Universals of Technology

Physical Systems Linkages

Designing and Developing Technological Systems

Materials (per student group):

2 liter soft drink bottle

Balloons

Flexible aluminum clothes drier duct (available at hardware store)

Metric ruler

Background:

Making a spacesuit out of flexible material isn’t sufficient to make the suit flexible when it is worn Air under pressure must be contained inside the suit and this stiffens the suit regardless of what materials it

is composed To experience the stiffness factor, compare the flexibility of an uninflated balloon with an inflated one Some sort of joint system in a spacesuit is necessary to permit it to bend in strategic places (elbows, wrists, fingers, knees, ankles, and waist)

Making a spacesuit bendable is only part of the problem When an arm or a leg is bent, the bend can reduce the interior vol-ume of the suit and this causes the pressure inside the suit to

increase Consequently, the suit becomes stiffer than before This two-part activity shows first how bending a suit arm increases suit pressure and then shows one strategy for solving the problem An empty 2-liter soft drink bottle is used as a model of a suit arm With the bottle cap off, the bottle is very easy to bend The bottle is much harder to bend with the cap on To see what is happening, stretch a balloon over the bottle’s neck Bending decreases the volume of the bottle, causing the pressure inside to increase The balloon acts like a pressure gauge to show the increase

In the second part of the activity, a length of aluminum clothes drier duct is bent Measurements of the diameter of the hose will show that no crimping has taken place Consequently, if a suit were constructed with aluminum vent hose, pressure inside the suit would not increase as it is bent The vent hose is constructed with small tucks that expand on the outside of the bend and contract on

the inside of the bend A similar system is used in spacesuits but arm and leg cylinders are made out of fabric with expansion tucks sewn into them

Uncapped Bottle

continued on next page

Bottle With Balloon

Procedure:

1 Remove the cap from an empty 2-liter bottle Bend the bottle in half Observe how hard this is to do

2 Straighten out the bottle and put the cap back on the bottle Try to bend the bottle again and observe how hard this is to do Why is the bottle harder to bend?

3 Stretch a small balloon over the bottle mouth and repeat the bending activity

What happens to the balloon?

4 Examine the aluminum vent hose Measure its diameter at

several points

5 Bend the hose Measure the diameter of the hose at the same

points Does the volume of the hose change when it is bent? How can you confirm this mathematically?

Extensions:

sort of joint system to it

as vacuum cleaner hose and swimming pool filter hose Compare how flexible the different materials are and how effective they are at bending without crimping

Capped Bottle

Get A Grip!

Objective: To model the

problems spacewalkers have

when doing jobs that involve

finger dexterity and to look

for solutions to the problems

Standards:

Science Content Standards

Motions and forces

Universals of Technology

Physical Systems

Linkages

Utilizing Technological Systems

Materials (one set for the class):

2 soft drink bottles (2-liter size) with caps

Duct tape

Scissors

Heavy duty (rubber-coated) work gloves

Background:

The greatest challenge in making space suits flexible is to construct flexible

gloves When a spacesuit is pressurized, the glove fingers tend to pop out and become stiff Although

it is possible for the astronaut inside to bend the fingers to grab things, fingers get very tired in time, causing the astronaut’s efficiency to diminish

In this activity, students will don heavy-duty rubber-coated work gloves and try to join two 2 liter soft drink bottles together The caps of the bottles are fastened together with duct tape The object is

to then connect the bottles to each other This activity gives students experience with large and small objects at the same time

At the completion of the activity, discuss with your students their observation of the problems they encountered trying to join the bottles together Ask them to come up with ideas on how the problems could be solved

Procedure:

1 Remove the caps from two empty 2-liter bottles Tape the caps together with duct tape so that the screw ends point outward in opposite directions

2 Have a student put on heavy work gloves and try to assemble the two bottles and the joined caps into a single structure Also have the student try the job without gloves Which assembly operation was easier? Which one took less time?

Extensions:

• Obtain a pair of rubber surgical gloves and inflate and tie them What happens to the fingers and palms of the gloves? Ask students to come up with ways to make the gloves flexible Test the ideas on the surgical gloves

• Play games of skill with and without gloves Compare completion times

Do students improve their scores with practice?

Let Your Fingers Do the Walking

Objective: To develop strategies for moving about the International Space Station

Standards:

Science Content Standards

Motions and forces

Abilities of technological design

Universals of Technology

Physical Systems

Linkages

Designing and Developing Technological Systems

Materials (for the entire class):

Swivel office chair with castors

Background:

When astronaut Edward White made the first American

spacewalk, he discovered that moving in space was

exhausting His problem was finding hand holds

Although an astronaut can exert a force on an object in space and propel it away, the astronaut will move away from the object in the opposite direction at the same time This is explained by Isaac

Newton’s Third Law of Motion: For every action there is an opposite and equal reaction

If a spacewalker is not touching any part of the spacecraft, it is impossible for the spacewalker to do anything but turn in circles To get about, the spacewalker needs to be able to push or pull against an object or have some sort of rocket system for propulsion Once moving, the spacewalker has to able to exert another force to stop This is explained by Newton’s First Law of Motion: An object at

rest will remain at rest and an object in motion will travel in a straight line unless acted upon by an unbalanced force

Spacewalkers working on the International Space Station will wear a self-propelled rescue device called the Simplified Aid for Extravehicular activity Rescue (SAFER) SAFER is a clip-on unit that is worn around the backpack life support system If a spacewalker should get loose from the Station, gas jets

in the SAFER unit can propel the spacewalker back to the Station

In this activity, a student will be placed on a swivel office chair The student will attempt to move the chair without touching the floor The chair becomes a simplified microgravity simulator that shows students the necessity of exerting a force in order to be able to change locations

Procedure:

1 Place a student on a swivel office chair Tell the student to move the chair without touching feet

to the floor The student will be able to get the chair to rock and spin but the motion will stop when the student stops moving The student will not be able to get the chair to move off its spot

on the floor

2.Conduct a discussion with your students about ways to enable an astronaut to move about the International Space Station Let students study the front side of this poster for ideas on how

to get about

Extensions:

• Present an emergency situation to your students and discuss possible answers “You are

spacewalking outside the International Space Station and become separated from it

How can you get back to the Station?” For additional information on transitional

aids for spacewalking, refer to the background information section in the Suited For

Spacewakling publication (see the panel on NASA resources on this side of the poster)

Remaining Neutral

Objective: To load a plastic film canister with enough

weight so that it will become neutrally buoyant

Standards:

Science Content Standards

Structure and properties of matter

Abilities of technological design

Curriculum and Evaluation Standards for

School Mathematics

Geometry

Computation and Estimation

Universals of Technology

Physical Systems

Linkages

Materials (per group of students):

Plastic film canister

1000 ml beaker of water (large jar can be substituted)

Weights (washers, nuts, small nails, sand, etc.)

Background:

Before an astronaut gets to do a spacewalk, the astronaut receives extensive spacesuit training One of the most important forms of training is to practice spacewalks under water With the spacesuit properly weighted, the astronaut is immersed in an indoor swimming pool that holds nearly 25 million liters of water The weights on the suit make the astronaut neutrally buoyant That means when the astronaut

is pulled under water by a couple of safety divers, the astronaut will be able to hover at any level in the pool without moving This makes for a good simulation of a spacewalk To make the simulation more effective, replicas of Space Station modules are present in the pool and the astronaut will practice mak-ing connections and turnmak-ing bolts on the modules

In this activity, students attempt to make a plastic film canister neutrally buoyant They fill the canister with weights so that it can hover below the surface inside of a beaker

Procedure:

1 Have students add weights to the film canister and then immerse it in water If the canister floats

at the surface, more weights must be added If it sinks to the bottom, some weights have to be removed The canister is weighted properly when the canister hovers in the middle of the

beaker or jar

Extensions:

• Increase the challenge to this activity by balancing an object of irregular shape and unevenly distributed mass for neutral buoyancy One such object might be a small hammer The hammer head will be much denser than the wooden handle Weights will have to be added

to the handle while small floats have to be added to the head to achieve neutral

buoyancy Styrofoam peanuts make good floats Weights and floats are added

to space-suited astronauts in underwater training facilities to achieve neutral

buoyancy Be sure to thoroughly dry the hammer after the activity

NASA Resources for Educators

AK, AZ, Northern CA, HI, ID, MT,

NV, OR, UT, WA, WY

NASA Educator Resource Center

Mail Stop 253-2

NASA Ames Research Center

Moffett Field, CA 94035-1000

Phone: (650) 604-3574

CT, DE, DC, ME, MD, MA, NH,

NJ, NY, PA, RI, VT

NASA Educator Resource Laboratory

Mail Code 130.3

NASA Goddard Space Flight Center

Greenbelt, MD 20771-0001

Phone: (301) 286-8570 MS

CO, KS, NE, NM, ND, OK, SD, TX

JSC Educator Resource Center

Space Center Houston

NASA Johnson Space Center

1601 NASA Road One

Houston, TX 77058

Phone: (281) 244-2129

FL, GA, PR, VI

NASA Educator Resource Center

Mail Code ERC

NASA Kennedy Space Center

Kennedy Space Center, FL 32899

Phone: (407) 867-4090

KY, NC, SC, VA, WV

Virginia Air & Space Center

Educator Resource Center for

NASA Langley Research Center

600 Settler’s Landing Road

Hampton, VA 23669-4033 Phone:

(757) 727-0900 x 757

IL, IN, MI, MN, OH, WI

NASA Educator Resource Center

Mail Stop 8-1

John H Glenn Research Center at Lewis

Field

21000 Brookpark Road

Cleveland, OH 44135

Phone: (216) 433-2017

AL, AR, IA, LA, MO,TN U.S Space and Rocket Center NASA Educator Resource Center for

NASA Marshall Space Flight Center

One Tranquility Base Huntsville, AL 35758 Phone: (205) 544-5812 MS

NASA Educator Resource Center Building 1200

NASA John C Stennis Space Center

Stennis Space Center, MS 39529-6000 Phone: (228) 688-3338

NASA JPL Educator Resource Center Village at Indian Hill

1460 East Holt Avenue, Suite 20

NASA Jet Propulsion Laboratory

Pomona, CA 91767 Phone: (909) 397-4420

AZ and Southern CA NASA Educator Resource Center for

NASA Dryden Flight Research Center

45108 N 3rd Street East Lancaster, CA 93535 Phone: (661) 948-7347

VA and MD’s Eastern Shores NASA Educator Resource Center Visitor Center Building J-17

GSFC/Wallops Flight Facility

Wallops Island, VA 23337 Phone: (757) 824-2298

NASA’s Central Operation of Resources for Educators

(CORE) was established for the national and international distribution

of NASA-produced educational materials in audiovisual format.

Educators can obtain a catalogue and an order form by one of the

following methods:

• NASA CORE

Lorain County Joint Vocational School

15181 State Route 58

Oberlin, OH 44074-9799

• Phone (440) 775-1400

• Fax (440) 775-1460

• E-mail nasaco@leeca.esu.k12.oh.us

• Home Page: http:/core.nasa.gov

Educator Resource Center Network

To make additional information available to the education community,

the NASA Education Division has created the NASA Educator Resource

Center (ERC) network ERCs contain a wealth of information for

educators: publications, reference books, slide sets, audio cassettes,

videotapes, telelecture programs, computer programs, lesson plans,

and teacher guides with activities Educators may preview, copy, or

receive NASA materials at these sites Because each NASA Field

Center has its own areas of expertise, no two ERCs are exactly alike.

Phone calls are welcome if you are unable to visit the ERC that serves

your geographic area.

A list of the centers and the regions they serve includes:

Regional Educator Resource Centers (RERCs) offer more educators

access to NASA educational materials NASA has formed partnerships

with universities, museums, and other educational institutions to serve as

RERCs in many states A complete list of RERCs is available through CORE,

or electronically via NASA Spacelink at http://spacelink.nasa.gov/ercn

NASA’s Education Home Page

NASA’s Education Home Page serves as a cyber-gateway to information

regarding educational programs and services offered by NASA for the

American education community This high-level directory of information

provides specific details and points of contact for all of NASA’s educational

efforts, Field Center offices, and points of presence within each state.

Educators and students utilizing this site have access to a

comprehen-sive overview of NASA’s educational programs and services,

featuring a search-able database that has cataloged each of NASA’s

educa-tional programs In addition the Education homepage features access to

NASA Education News Releases, NASA’s Education Calendar of Events, and

schedules for NASA educational Internet and television broadcasts The site

How to Access Information on NASA’s Education Program, Materials,and Services EP-1999-06-345-HQ This brochure serves

as a guide to accessing a variety of NASA materials and services for educators Copies are available through the ERC network, or electronically via NASA Spacelink.

Please take a moment to evaluate this product at

http://ehb2gsfc.nasa.gov/edcats/educational_wallsheet

Your evaluation and suggestions are vital to continually improving NASA educational materials Thank you.

highlights direct access to NASA’s on-line resources specifically designed for the educational community, as well as access to home pages maintained

by NASA’s four areas of research and development (including the Aero-Space Technology, Earth Science, Human Exploration and Development of Space, and Space Science Enterprises) Visit this resource at the following address:

http://education.nasa.gov

NASA Spacelink

NASA Spacelink is one of NASA’s electronic resources specifically developed for the educational community Spacelink is a “virtual library” in which local files and hundreds of NASA World Wide Web links are arranged in a manner familiar to educators Using the Spacelink search engine, educators can search this virtual library

to find information regardless of its location within NASA Special events, missions, and intriguing NASA web sites are featured in Spacelink’s “Hot Topics” and “Cool Picks” areas Spacelink may be accessed at: http://spacelink.nasa.gov

NASA Spacelink is the official home to electronic versions of NASA’s Educational Products NASA educator guides, educational briefs, lithographs, and other materials are cross-referenced throughout Spacelink with related topics and events A complete listing of NASA Educational Products can be found at the following address: http://spacelink.nasa.gov/products

“Educator Focus” is comprised of a series of Spacelink articles, which offer helpful information related to better understanding and using NASA educational products and services Visit“ Educator Focus” at the following address: http://spacelink.nasa.gov/focus Join the NASA Spacelink EXPRESS mailing list to receive announcements of new NASA materials and opportunities for educators Our goal is to inform you as quickly as possible when new NASA educational publications become available on Spacelink: http://spacelink.nasa.gov/express

NASA Television (NTV)

NASA Television (NTV) features Space Shuttle mission coverage, live special events, interactive educational live shows, electronic field trips, aviation and space news, and historical NASA footage.

Programming has a 3-hour block—Video (News) File, NASA Gallery, and Education File—beginning at noon Eastern and repeated five more times throughout the day.

NTV Weekday Programming Schedules (Eastern Times)

Video File NASA Gallery Education File

1 2–1 p.m 1–2 p.m 2–3 p.m.

3–4 p.m 4–5 p.m 5–6 p.m.

6–7 p.m 7–8 p.m 8–9 p.m.

9–10 p.m 10–11 p.m 11–12 p.m Live feeds preempts regularly scheduled programming Check the Internet for program listings at: http://www.nasa.gov/ntv NTV Home Page http://www.nasa.gov/ Select “Today at NASA” and

“What’s New on NASA TV?”

http://spacelink.nasa.gov/NASA.News/ Select NASA “TV Schedules”

Tune in to NTV

Via satellite—GE-2 Satellite, Transponder 9C at 85 degrees West longitude, vertical polarization, with a frequency of 3880.0 mega-hertz (MHz) and audio of 6.8 MHz—or through collaborating distance learning networks and local cable providers:

http://www.nasa.gov/ntv/ntvweb.html For more information on NTV, contact: NASA TV NASA Headquarters, Code P-2

Washington, DC 20546-0001 Phone: (202) 358-3572